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ITEM TO EXAMINE
POSITIVE FACTORS
Access to instructional technology, communication technology, Internet, and appropriate instructional materials
Community support and involvement as it pertains to parental support, communication, and awareness of school-related issues
MOVING FORWARD
Now that teachers and students have sufficient access to technology, we need to continue considering ways to ensure that technology is being used appropriately by students and not serving as a cause for distraction and disciplinary infractions
As a school, we may benefit greatly if we begin exploring what things we believe we need to do to raise parental involvement of those parents who we do not see often, whos children may show signs of difficulty in school, and who may not always be able to be present within the school
We are noticing that not all teams/grade-levels operate with this level of leadership. The administration is currently working on ways to engage all teachers to enhance their leadership capacity.
CHALLENGING FACTORS
School administrators consistently enforce rules of conduct
MOVING FORWARD
It may help to develop a behavior matrix that is used across the school that highlights how students are suppose to behave in various areas of the school building and a behavioral log for each student to monitor their behaviors across classes. It may also be helpful to have the staff trained on PBIS so that they are aware of what behaviors warrant what consequences.
By not solving problems at the systemic level, staff find themselves either ignoring things they believe will never change or choosing to implement strategies on their own. Unfortunately, while this may be a way to solve problems, but because it is not universal, it affects consistency
We could consider conducting this process of examining systems that are and are not working so that we can solve for our challenges. I believe often times we can spend time acknowledging that there are challenges, but do not commit whole-heatedly to addressing them.
Teachers feel comfortable raising issues and concerns that are important to them
This connects to the above. Due to teachers not feeling as if they can raise issues and concerns, they may choose to ignore them, minimize collaboration efforts, and work in silos, which prevents the level of cohesiveness needed to manifest itself.
We may be able to consider developing a system (e.g. a suggestion box, round table discussions, etc.) that can be used for staff to raise concerns and administration commits to designating time to address them.